• International journal of advanced smart convergence
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• v.7 no.4
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• pp.121-127
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• 2018

This paper develops and builds an Integrated Assessment System for National Competency Standard Professional Basic. The integrated evaluation system for basic job competency in the National Competency Standards is developed to conduct examination by means of computers, smartphones and tablet PCs. The system can be used for the basic job competency test, examination for online cyber universities, job competency examination for enterprises, and the listening, reading, and speaking test in the foreign language proficiency examination and is even better in terms of facility investment and saved operating costs as well as efficient use of spaces in comparison with conventional evaluation schemes. Even greater synergy effects can be achieved by providing support for the integrated evaluation system for basic job competency in connection with the NCS qualification system. The evaluation system has been tested and practiced at a specialized high school and can be applied to the NCS education evaluation of the college and four-year college and to the selection examination of new employees of the company.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.695-706
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• 2019

This study conducted a case study on the process-centered evaluation competency of a middle-school/high-school science teacher using Teacher's Process-centered Evaluation Competency (T-PEC) measurement tool. The case analysis shows that teacher A in a middle school represents high competency of process-centered evaluation planning and cooperative communication while the competency of utilizing process-centered evaluation results is low owing to the characteristics of non-standardized areas. Teacher B in a high school shows high level of cooperative communication competency whereas low level of process-centered evaluation execution competency because the freedom given to students is not enough during the process of evaluation. The teacher also shows very low level of utilizing process-centered evaluation results due to the lack of time and the school culture not giving feedback to the students. According to cross-case analysis, teacher A and B both represent the highest level of collaborative communication competency and the lowest level of utilization process-centered evaluation results competency. And the lack of clear criteria for process-centered evaluation leads to different understanding of process-centered evaluation between the two teachers, and teacher B shows low the level of utilizing process-centered evaluation affects results due to the students not being concerned on feedback, security problem, and the reality focusing on the university entrance examination in high schools. Based on the results, this study suggests providing clear guidelines of process-centered evaluation to teachers, introducing an application in order to solve the time-lack problem pointed out as the biggest problem of process-centered evaluation, ensuring objectivity and security about process-centered evaluation results, and building the school culture such as the expanded application of standardized areas in order to implementing process-centered evaluation.

• Journal of Korean Dental Science
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• v.12 no.2
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• pp.58-65
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• 2019

Purpose: This study was aimed to investigate the possibility of utilizing smart device-based test (SBT) for competency evaluation in dental education and to analyze the student responses on overall competency evaluation using SBT method, in comparison to ubiquitous-based test (UBT). Materials and Methods: Questionnaire surveys have been conducted at Yonsei University College of Dentistry from 2015 to 2018 to obtain students' feedback on the application of SBT to competency evaluation. In addition, in order to supplement the competency evaluation procedure, considerations were explored by comparing the expected and actual difficulty of each item when preparing items for competency evaluation with SBT. Result: According to the survey results, student responses between the initial two years (2015 and 2016) differed from those in next two years (2017 and 2018). Students in 2017 and 2018 had more positive responses on competency evaluation with SBT. To determine the test validity, criterion-referenced evaluation was adopted to compare the data in 2017 and 2018 and slight differences in test difficulty in 2018 between the expected and actual difficulty of items were found. Conclusion: The results indicated that SBT was more appropriate for competency evaluation than UBT, based on four-year period of competency evaluation. The SBT was not affected by either the file size or the number of test-takers. Interestingly, students were not sensitive to test version of competency evaluation (paper-based test and SBT). This study suggests that the quality of the test items should be measured by continuous monitoring of the expected and actual difficulty of items for determining test validity. More detailed results and discussions of the findings are given for the development of test procedure and further potential research directions in dental education.

• Journal of Korean society of Dental Hygiene
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• v.18 no.1
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• pp.139-151
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• 2018

Objectives: This study was to compare the self-evaluated outcomes of communication competency in dental hygiene process of care in the students of a dental hygiene department with the teaching evaluation, and to confirm the difference of communication competency by the evaluator. Methods: This study attempted to confirm the value and usefulness of self-evaluation and teaching evaluation on the communication competency. The subjects of this study were 43 junior students who took a course of dental medical communication at the dental hygiene department of a university located in 'A' city, and the self-evaluation and teaching evaluation were conducted using the evaluation paper which was modified from the communication evaluation tool in the previous studies. The collected data were subjected to the correspondence sample t-test to compare the difference between the communication competency self-evaluation before and after the education, and after communication education, while an independent sample T-test was conducted to compare the differences between the evaluators. Results: The student's self-evaluations before and after the education showed the statistically significant difference, moreover, the post-education competency scores were improved mostly in all the items more than the pre-education competency scores. The score of self-evaluation was higher than that of the teaching evaluation in all items except one question in the case of history-information collection stage. Conclusions: It is confirmed that there is an effect to allow the students to improve their communication competency in the dental health communication education in the dental hygiene department. To evaluate the student's communication competency, the mutual complement of self-evaluation and teaching evaluation should be confirmed in parallel each other.

• Korean Journal of Adult Nursing
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• v.21 no.5
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• pp.468-476
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• 2009

Purpose: This study was to develop the clinical competency evaluation, and to examine the effects of the developed evaluation by comparing it with existing evaluation on clinical competency, communication skill, and self-efficacy of nursing students. Methods: Design was a randomized control group post-test design. The subjects were 102 senior nursing students(Experimental group: 48, Control group: 54) at K university in seoul, Korea. The experimental group took the clinical competency evaluation using standardized patients and the control group took the existing evaluation using a doll. The clinical competency and communication skills were measured by evaluators, and self-efficacy was self reported by the nursing students. Results: The experimental group had higher scores in clinical competency, communication skills, and self-efficacy than those in the control group. Conclusion: Through these results, practice education of nursing education programs need to activate the clinical competency evaluation using standardized patients.

• Korean Journal of Agricultural Science
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• v.48 no.4
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• pp.855-863
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• 2021

The purpose of this study is to suggest an improvement plan for the National Technical Qualification Practical Evaluation focusing on National Competency Standards. First, in order to strengthen practical techniques such as field abilities and expertise, practical evaluation methods were applied to the National Competency Standards, referring to a learning module focused on field performance. Second, an expert advisory committee in the field of organic agriculture was utilized to compare, analyze, and match the competency unit and competency unit elements of the National Competency Standards with the national technical qualification examination standards in field of organic agriculture. In addition, in order to identify work in progress in the industrial field, share professional practice skills, and analyze facilities and equipment, we visited an organic agriculture industry site. Through this, a practical evaluation exam was developed. Subsequently, in order to confirm the adequacy of the developed exam, the pilot test assessment was conducted for those majoring in organic agriculture. Finally, as a feasibility study, a survey was conducted. Based on the results, greater technical job competency in the field of organic agriculture will contribute to strengthening knowledge in this field by suggesting an improvement plan for the national technical qualifications practical evaluation method in the field of organic agriculture.

• East Asian mathematical journal
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• v.40 no.2
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• pp.149-166
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• 2024

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the five types of mathematics competencies such as problem solving, communication, reasoning, connection, information and handling, which were emphasized in the mathematical curriculum revised in 2022. By the result, ten domains such as an instruction involving instruction goal and content, problem-solving competency, data treatment competency, learners' achievement level and attitude, communication competency, reasoning competency, connection competency, the assessment method and procedure based on the competency, the assessment tool development based on the competency, assessment result based on the competency were new established. According to those domains, the total 20 instructional evaluation standards were developed. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.3-18
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• 2023

The purpose of this study is to identify the difference between the current retention level and the required level of engineering students' career competency that they think they need based on their perceptions. Ultimately, the results of this study are used as basic data when designing the major/general education program and the curricular/extra-curricular career program. The task of this study is to identify the difference between the current retention level and the required level of engineering students' career competency. And based on this, it is to confirm the educational needs of engineering students for the career competency. For this purpose, literature research on career competency education in universities was reviewed in the theoretical background. Next, previous studies on career competency and sub-competence derived from career competency-related studies and detailed questions were analyzed. Based on this, an initial evaluation tool for career competency of engineering students was developed. Finally, through expert review, a career competency evaluation tool with a total of 43 items in 10 competency groups was developed. A career competency evaluation questionnaire was conducted for 197 engineering students who participated in the 2022 Engineering Education Festa, and as a result of the IPA analysis, 'global competency' was found to be the competency with the largest difference between importance and execution. Next, 'major job competency' and 'career development competency' appeared in order. Reflecting the results of this study, it is expected that mutually organic design of competency-based liberal arts curriculum and major curriculum that can cultivate global competency, major job competency, and career development capability will be carried out through learning activities and field practice.

• Korean Journal of Construction Engineering and Management
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• v.9 no.4
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• pp.154-162
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• 2008

Ministry of construction and transportation has been enforcing extensionally design phase VE(Value Engineering) to the construction costing more than 10 billion won, an importance of design phase VE accordingly is raising to get rid of a waste of cost and noneffective factors previously in construction projects. Although there are legal supports and technical effects, an effect about an introduction of design phase VE can not be applied properly because of several problems at the process. So, in this study, present competency factors of design phase VE to highly raise the output through organizing an effective team at the beginning stage of design phase VE. Find out 29 competency factors through characteristics of design VE team for the check list, classify by team knowledge, team work skill, and team attitude. Get an efficiency regarding importance and find out Competency Evaluation items of design VE team, present a Competency Evaluation plan for indicating an objective standard to Competency Evaluation by measuring relative importance as to each Competency Evaluation item.

• Korean Journal of Agricultural Science
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• v.48 no.4
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• pp.729-738
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• 2021

The purpose of this study was to suggest an improvement plan ultimately to develop practical evaluation methods for national technical qualifications in the field of seeds and horticulture based on the National Competency Standards. Through this, national technical qualifications can be strengthened in terms of professionalism in the seeds and horticulture field. In order to conduct this study, the national technical qualification currently in use was matched to certain competency units and competency unit elements of National Competency Standards. We then visited an industrial site to understand the practical factors related to the technical, facility and equipment aspects of the seeds and horticulture industrial field, after which a practical evaluation exam was developed. Also, for a feasibility study, a pilot test assessment was conducted for students majoring in seeds and horticulture, with a survey also conducted with field experts and an advisory committee consisting of experts in seeds and horticulture. Based on the results, by suggesting an improvement plan for a practical evaluation method leading to better national technical qualifications in the field of seeds and horticulture, it was shown to be possible to improve knowledge, technical, and literacy aspects. This can lead to the training of outstanding technical professionals. Ultimately, the results here are expected to contribute to the improvement of the seeds and horticulture industry.